1501 

L53W9 


UNlVERSiTY  OF  CALIFORNIA 
AT   LOS  ANGELES 


EDUCATIOiV. 


AN 

DELIVERED  AT  LEICESTER, 

BEFORE  THE 

trustees  nvCtt  stittr^nts  ot  acfcestcr  ^caKentB, 

CONVENED    TO    DEDICATE 

THE    NEW    AND    COMMODIOUS    EDIFICE    ERECTED    FOR   THE 
BETTER    ACCOMMODATION    OF    THE    STUDENTS, 

DECEMBER  25,  1833. 


By  LUTHER  WRIGHT,  A.  M., 

Principal  Preceptor. 


TO   WHICH    IS    ADDED, 
A  CONCISE  HISTORY  OF  THE  INSTITUTION. 


WORCESTER  t 
PRINTED    BY    S.    H.    COLTON   AND    CO. 


1834. 


Ta'.KT.sTr.R  AfADF.Mv,  Dec.  2o,  l.-*;]J]. 
Mr.  LuTUF.u  Wrioiit, 

Principal  J'ncrjUor  of  Leicester  Academy  : 
Dr. AH  Sir  : 
At  a  nieolingof  llie  Bo.irJ  of  Trustees  convened  to  dedicate  the  new,  com- 
modious, and  Bpacious  Building,  erected  for  the  better  accommodation  of  the 
ytudentR,  the  undersigned  were  appointed  a  Committee  to  express  to  you  the 
thanl  i  of  the  Trustees  for  your  able  and  appropriate  discourse,  on  tlie  subject  of 
Education,  this  day  delivered. and  to  solicit  of  you  a  copy  for  publication. 

Permit  us  to  express  a  hope  that  you  will  gratify  the  Board  of  Trustees  bj  a 
compliance  with  their  request. 

We  are,  Sir,  with  sentiments  of  respect, 

your  obedient  servants. 


Abij.\h  BiGF.r.ow,  \ 

S.  M.  Blknsidb,  ^  Committee. 

S.\MUF.L  Cl.irk,     ) 


Leicester  Academy,  Jan.  2,  1834. 
Hon.  AiujAii  BiGELOw,  S.  M.  Burnside,  Esq.,  Rev.  Samuel 

Clark, — Committee  of  the  Board  of  Trustees  : 
Gentlemen  : 

You  will  please  to  accept  for  yourselves  and  the  Board  of  Trustees,  my 
grateful  acknowledgments  for  the  unexpected  degree  of  favor  with  which  you  are 
disposed  to  regard  my  performance  on  the  25th  ult.,  by  your  requesting  of  me  a 
copy  for  publication.  As  the  topics,  embraced  in  my  address,  were  rather  ghnc- 
ed  at  than  fully  discussed,  it  is  with  much  reluctance  that  I  consent  to  ita  publi- 
cation. I  will,  however,  comply  with  your  wishes,  and  forward  to  you  in  a  few 
days,  a  copy  for  your  disposal. 

Accept,  gentlemen,  the  assurance  lliat  I  remain, 

with  sentiments  of  great  respect,  your  humble  servant. 

Luther  Wright. 


v\ 


/s 


ADDRESS. 


— ^©S— 


On  this  occasion,  when  the  commodious  edifice,  erected 
for  the  use  of  the  Academy,  has  been  dedicated  to  science, 
literature  and  religion,  it  may  be  suitable  for  me,  in  view 
of  the  relation  which  I  sustain  to  this  Institution,  to  offer 


f^  a  few  remarks  on  the  subject  of  Editcation.     It  is  hoped 
\    the  importance  of  the  subject  will  be  an  apology  for  any 
triteness  of  remark. 


1|' 


Education,  in  its  most  extensive  sense,   falls  within  the 

province   of   the  parent   no   less   than   that   of   tiie  public 

j^  teacher.     While  the  one  must  cultivate  and  mould  the  in- 

f.^  tellect,  and  exert  also  an  influence  over  the  heart ;  the  other, 

.  at  home,  should  exercise  a  closer  inspection  of  the  heart, 

» to  imbue  it  with  a  right  spirit  on  all  moral  and  religious 


^ 


subjects,  to  form  the  manners,  and  train  the  whole  character 
I  for  the  practice  of  the  social  and  domestic  virtuesTj    The 
f-process  of  education,  then,   requires  much  time,  great  pa- 
tience, and  almost  unremitted  attention.     It  is  not  tiie  work 
n  of  one  quarter  at  a  public  school,  or  of  one  year.     A  few 
y  lessons  on  the  importance  of  mental  and  moral   discipline, 
^  is  not  education.     The  educator  must  cheerfully  submit  to 
'  the  work  of  frequent  repetition,   and  not  suffer  himself  to 
*^  be   vexed   with   the  necessity  of  such   frequency.     And  he 
.i^  must,  too,  be  able  to  give  instruction,  derived  from   a  thor- 
5  ough  investigation  of  the  principles  of  human  nature  and 
'^  an   accurate  observation    of  the  occurrences    of  life.      For 
it  is  knowledge  obtained  from  such  sources — a  knowledge 
of  character — that  ought  early  to  be  impressed  on  the  mind. 
It  is  this  which  forms  the  basis  of  a  good  education.     It  is 


an  intimate  arqnaliitancc  with  the  customs  and  manners 
of  life — with  the  operations,  too,  of  mind  peculiar  to  indi- 
viduals, and  a  capacity  to  di5tinf,oiish  hetween  the  charac- 
ter of  one  individual  and  that  of  anotiier,  which  are  the 
essential  qualifications  of  every  good  educator.  A  thousand 
circunistances  occur  from  the  time  the  infant  powers  of 
yesterday  began  to  exist  up  to  manhood,  when  no  other 
one  than  tlie  parent  can  give  to  the  young  mind  the  knowl- 
edge to  which  I  now  allude.  The  work  of  education,  then, 
is  a  great  work  ;  and  the  public  teacher  does  not,  and  can- 
not, alone  form  the  intellectual  and  moral  character  ;  nor 
ought  he  to  be  wholly  responsible  for  its  formation.  While 
he  instructs  in  the  public  school  many  influences  around 
the  fireside  and  elsewhere  are  operating  either  for  or  against 
him.  These  arc  influences  over  which  he  has  generally  no 
control.  He  surely  has  little  or  none  that  can  counteract 
the  influence  of  indulgent  and  interfering  parents.  The 
injudicious  remark  of  some  injudicious  parent,  in  the  presence 
of  the  refractory  child,  often  defeats  the  well-directed  eflbrts 
of  the  most  indefatigable  teacher  to  reclaim  and  urge  forward 
that  child  in  tiie  path  to  intellectual  and  moral  excellence. 
When  he  ought  to  have  the  steady  co-operation  of  all  at 
home,  he  is  not  unfrequently  obliged  to  encounter  at  the 
same  time  both  the  obstinacy  of  the  child  and  the  folly  and 
stupidity  of  the  parents.  In  such  circumstances,  the  busi- 
ness of  education  cannot  be  prosecuted  with  success.  The 
moral  influence,  which  such  indiscreet  parents  exert,  cannot 
fail  to  thwart  the  eflbrts  of  the  most  assiduous  and  judicious 
teachers.  (And  it  may  be  added  that  the  defects  in  the 
education  o?  many  of  our  youth  ought  rather  to  be  at- 
tributed to  defects  in  the  system  of  education  at  home,  than 
to  any  deficiency  in  the  system  of  instruction  and  discipline 
at  school.  I  am  aware  this  is  not  exactly  the  popular  doctrine 
on  this  subject.  The  numerous  failures  in  education  are 
generally  charged  to  the  incompetency  of  public  teachers. 
This  charge,  however,  is  in  no  small  degree  unjus^D  It  must 
not  be    forgotten,  that    oftentimes   powerful   in^ences   are 


operating  at  home  to  counteract  tliat  of  the  teacher.  These, 
like  a  mighty  torrent,  quickly  sweep  away  all  the  barriers 
which  the  best  teachers  may  raise  against  them.  A  good 
system  of  school  discipline  must  be  sustained  by  a  good 
system  of  family  discipline.  If  the  latter  prevail,  it  is  not 
difficult  to  maintain  good  schools  in  any  community  :  wilii- 
out  it,  it  is  impossible.  It  is  then  of  vast  importance  that 
correct  views  be  entertained  in  regard  to  this  subject. 
Unless  there  exist  a  high  standard  oi  famUxj  education,  it 
will  be  extremely  difficult,  if  not  impossible,  to  conduct 
successfidly  the  great  and  delightful  work  of  educating  the 
rising  generation. 

The  child  should  understand  distinctly  that  the  views 
of  his  parent  and  of  his  teacher  coincide  in  regard  to  the 
way  in  which  he  ought  to  be  managed ;  and  if  there  should 
not  be  perfect  coincidence  of  views,  the  child  should  never 
know  it.  A  free  expression  of  sentiment,  in  an  unguarded 
moment,  in  the  child's  presence,  concerning  the  teacher's 
management,  must  obviously  operate  against  the  teacher, 
weaken  his  influence  and  paral3'ze  his  instructions.  How 
often  is  the  tale  of  the  chastised  pupil  eagerly  listened  to  at 
home  and  believed — the  judgment  formed  in  regard  to  the 
worth  and  ability  of  the  teacher  before  any  acquaintance 
with  him  ;  and  even  before  his  statement  of  the  child's  con- 
duct has  been  heard.  How  often  by  thus  hastily  and  rashly 
passing  sentence  of  condemnation  on  the  teacher,  does  the 
father  strengthen  the  habit  of  insubordination  in  the  son, 
and  hurry  him  on  in  his  own  chosen — downward — course. 
And  how  often  by  doing  this  has  the  father  not  only  tried 
exceedingly  the  feelings  of  the  faithful  teacher,  but  embit- 
tered his  own  future  existence,  and  brought  down  his  own 
grey  hairs  with  sorrow  to  the  grave.  This  disposition  to 
believe  the  child  and  to  sympathise  with  him  when  smart- 
ing from  deserved  correction,  and  a  want  of  confidence  in 
the  teacher,  really  present  some  of  the  greatest  obstacles  to 
success  with  which  our  public  teachers  are  obliged  to  con- 
tend.    Nothing  besides  throws  such  a  shade  of  sadness  over 


llii/ir  iiiiii(l-> — iinlliiiii^  hoitlcs  rtiiilri.i  ilinr  |»rofcb!>i(Jii  %o 
irksome.  They  I'nnn  llitir  plans  for  ilic  improvcinont  of  a 
|)ii|)il  wliuiii  soim-  iiidnlL'^ciit  Catlicr  lias  left  imdcr  their  care  - 
and  IcI'l  too  with  a  sjitcial  (  har/^^e  that  they  would  educate 
him  ill  their  own  way.  Thiry  proceed  to  act  acconliiif^  to 
iIk;  instrnciloiis  f^ivcn  ;  hut  at  the  very  threshold  of  liicir 
attempts  to  improve  tlitir  ptipil,  they  arc  met  with  a  way- 
ward temper, — an  insolent  disposition,  and  an  utter  reckless- 
ness in  regard  to  study,  salutary  restraint  and  necessary 
regulations — in  short,  with  an  ungovernable  will — the  result 
of  indulgence  at  home.  They  know  that  in  compliance 
with  the  instructions  received  from  the  father,  this  way- 
wardness— this  insolence,  this  habit  of  recklessness  and  in- 
subordination must  be  subdued.  For  they  think  the  father 
in  liis  instructions  was  really  in  earnest.  And  they  know 
they  must  be  able  to  govern  and  control  the  son,  if  they 
would  promote  their  own  interests  and  enjoyment.  They 
commence  the  task  of  reform  ;  but  in  a  multitude  of  such 
cases,  they  will  learn  eventually  that  after  all  the  father  said, 
the  refractory  son  and  pupil  is  sustained  at  home  rather 
than  the  teachers.  His  son's  complaints  at  this  school 
induce  the  father  to  remove  him  to  another,  and  to  gratify 
the  indulged,  fault-finding,  carping  son,  he  is  removed  to 
a  third,  and  thus  from  one  to  another,  till  after  having  been 
to  some  half  a  dozen  or  more  schools  in  three  or  four'  years, 
and  become  al  each  remove  more  headstrong  and  dissipated 
than  before,  he  completes  his  education. 

Such  a  ruinous  course  too  many  pursue  who  patronize 
our  public  institutions  of  learning.  iXone  more  effectually 
ruins  youth,  dissatisfies  parents,  increases  the  burdens  of 
teachers  and  impairs  the  confidence  of  the  public  in  our 
seminaries  of  education.  It  is  wretched  management  of  a 
son  when  the  father  consults  his  whims  and  caprices,  and 
allows  him  agreeably  to  his  foolish  wishes  to  go  the  rounds 
from  one  public  school  to  another.  If  he  do  this,  he  ought 
not  to  charge  his  teachers,  but  himself.  \\\\.\\  his  son's  future 
disgrace  and  ruin. 


jTii  these  remarks,  I  have  glanced  at  one  ol"  the  greatest 
dlfficullies  which  the  faithful  teacher  must  meet  in  the  per- 
formance of  the  duties  of  his  profession.  There  is,  however, 
another  on  which  I  w  ill  briefly  remark.  It  results  from  the 
rage  for  improvement  which  distinguishes  the  present  age. 
The  genius  of  innovation  is  abroad  in  the  land,  exerting 
an  almost  lincontrollable  sway  over  the  human  mind.  In 
ever}^  department  of  life — in  every  branch  of  education  as 
well  as  of  business, — new  things  must  be  tried.  Practical 
wisdom,  gleaned  for  ages  from  the  fields  of  experience,  must 
be  put  down  as  worth  nothing  in  the  opinion  of  modern 
innovators.  These  sages  would  have  us  believe  that  more 
than  the  wisdom  of  all  past  ages  is  concentrated  in  the 
heads  of  a  few  of  the  present  generation  ; — that  our  fathers 
knew  comparatively  nothing  on  the  subject  of  education ; — 
that  they  misunderstood  the  nature  of  those  laws  which 
control  the  operations  of  the  human  mind  ; — and  that  they 
were  deplorably  ignorant  in  regard  to  the  best  mode  of 
teaching  and  communicating  knowledge.  It  is  not  denied 
that  improvement,  in  some  particulars  relating  to  education, 
has  been  made.  But  it  is  denied  that  the  subject  of  edu- 
cation is  a  complicated  one  and  difficult  to  be  understood  ; 
or  that  our  fathers  were  unacquainted  with  the  method  of 
education  by  which  they  and  their  descendants  could  be- 
come sound  scholars?!  All  the  important  principles  of  the 
science  of  education  have  been  familiar  in  past  centuries  to 
educated  men  every  where,  of  good  common  sense  and 
experience.  It  is  true,  those  men  knew  nothing  of  patent 
systems  of  education  by  steam  and  rail-roads  ;  but^hey  were 
familiar  with  the  system  which  is  conducted  by  Tlie  high 
pressure  of  application  in  the  old  rugged  way.  And  this 
after  all  is  the  only  system  of  any  practical  importanceTj 
^ny  other  one  than  that  which  exacts  patient  and  laborious 
study,  is  not  the  one  which  I  wish  to  see  prevalent  among 
my  fellow  citizen?r|  It  was  by  such  study  that  many  among 
our  ancestors  were  enabled  to  distinguish  themselves  for 
sound    scholarship    and    extraordinary    acquisitions.      Tiie 


snitimcul  l!i:it  niip  can  Ixcomc  .'icqiuiinlc'd  wiili  ilic   piiiici- 
|)lcs  ol' I''.ii^li>li  (JriuniDur  liy  llio  aid   of  maclilncry,  or  with 
any  otlu-r  brancli  ofrdiicaiioii  hy  attendance  on  some  tlirec 
(»r  liair  a  do/.cu   kctiiics,  is  boili  ridieidoiis   in   the  extreme 
and  injin-ious  in  its  tendency.     In  nothing  have   the   public 
been   more   imposed   on   for  the  hist  do/en  years   than    by 
(jiiac/ccnj  in  education,      (^nack  educators  iiavc  Ijeen  abroad 
through  tlie  length  and  breadth  of  our  huid,  cliarging  those 
of  us  who  adhered  in  any  measure  to  the  old  order  of  things, 
on  the  subject  of  education,  witji  downright  stupidity.     And 
their  ell'orts   to  prejudice  the  public  mind  against  systems 
of  thorough   education,   and   to  introduce   those  which,   in 
their  operation,  must  necessarily  produce  superficial   schol- 
ars, have  been  loo  successful.     It   requires  much  labor  and 
the  exercise  of  great  patience  to  erect  the  substantial,  firm, 
and  well  proportioned  structure  of  a  good  education  ;   but 
to  raise  hastily  the  frail  and  insecure  fabric  of  a  superficial 
one,  is  a  work  much   more  easily  done.     And   this  is   em- 
phatically a  labor-saving  age.     Any  system,  therefore,  of 
education,   which  excuses  the  young   from   making   severe 
mental    exertion,  will    probably    gratify  their    inclination. 
These   modern  innovators  have   availed    themselves   of  this 
inclination  to  exhibit  and  recommend  to  them  systems  which 
supersede  the   necessity  of  a   vigorous,  patient,  and   perse- 
vering exercise  of  their  intellectual   faculties.      They  have 
deluded    multitudes   of   them    and    tlieir   parents   with    idle 
theories  on  the  subject  under  consideration,  and  they  have 
done  incalculable  mischief  to  the  cause  of  education  and 
the  great  interests  of  societ}'. 

Here  I  might  remind  my  audience  of  a  class  of  individ- 
uals who  may  be  called  travelling  lecturers.  They  go  from 
place  to  place,  delivering  lectures  on  a  particular  science 
or  branch  of  education,  and  promise  for  a  small  fee  and  in  a 
few  hours  to  make  those,  who  attend  upon  their  instructions, 
adepts  in  a  knowledge  of  the  specified  subject.  While 
they  arrogate  to  themselves  superior  discernment  and  wis- 
dom, they  usually  decry  the  old  method  of  obtaining  and 


communicating  knowledge.  Such  efforts,  in  most  cases, 
tend  only  to  unsettle  the  public  mind  on  the  great  subject 
of  education  ;  and  confer  no  benefits  unless  upon  those  who 
obtain  their  customary  fee. 

But,  the  course  pursued  by  these  itinerant  philosophers 
and  teachers,  is  not  the  only  innovation  that  claims  our 
brief  notice :  the  delusive,  and,  for  a  time,  rather  popular 
system  of  the  Military  School  has  also  a  similar  claim  upon 
our  attention.  I  allude  not,  now,  to  the  thorough  and  well 
regulated  institution  of  the  kind  at  West  Point,  under  the 
patronage  and  control  of  the  General  Government,  but,  to 
those  repeated  experiments  of  the  system,  made  in  some 
parts  of  the  country,  at  individual  expense. 

In   these  Military  Schools,  it  seems   to  have    been    the 
highest  aim,  to  make  a  great  display,  not  of  mind,  but  of 
body — not   of   the  results    of  laborious    investigation    and 
research    into    the    mines    of   science,    but   a   display    of 
military   evolution — of  parades   and   marches,   all   tending 
directly  to  defeat  the  great  object  of  education.     While  the 
discipline  of  the  physical  powers  superseded,  to  a  great  ex- 
tent, that  of  the  intellectual,  the  moral  faculties  were  under 
the   control  of  a   system   of  influences,  most  deplorable  in 
their  tendency.      In  these  schools,  principles  and  feelings 
were   fostered,   and  necessarily  called  into  lively   exercise, 
which  are  among  the  first  in  youth,  to  be  subdued.     In  the 
system  of  government  there  was  nothing  parental — nothing 
of  the  family  character ;  the  youth  were  taught  to  regard 
themselves  in  a  great  degree  as  soldiers  ;   and  they  were 
under  the  same  general  regulations  as  prevail  in  the  camp. 
If  they  could  not,   by  an   appeal  to  the  sentiments  of  the 
soldier,  be  influenced  to  act  like  soldiers,  there  were  guard 
houses,  with  all  their  terrors,  to  enforce  the  observance  of 
the  rules  of  war.      In  short,  every  thing  in  these  schools, 
was  made  subordinate  to  the  military  spirit  ;  as  if  it  were 
desirable  and  necessary,  to  instil  such  a  spirit  into  the  minds 
of  young  men,  destined  to  enter  on  the  various  quiet  and 
peaceful  professions  of  life.     To  me,  it  has  seemed  that  our 

2 


10 

fellow  citizens  were  never  more  duped,  than  in  the  patron- 
age they  gave  to  such  a  system  of  education.  ]Jut,  ha[)i)ily, 
the  delusion  was  not  of  long  continuance.  It  was  soon 
found  that  not  much  was  learned  at  these  schools,  which 
ought  not  to  be  unlearned  ;  and  that  there  were  few  places 
of  education,  in  which  both  the  intellect  and  morals  were 
exposed  to  a  more  fearful  hazard. 

[u^ith  this  experiment,  however,  and  its  necessary  failure, 
all  were  not  satisfied.  Men  of  influence,  in  various  quar- 
ters, fond  of  novelty,  and  tired  of  the  old  order  of  things, 
had,  for  years,  been  clamorous  against  the  study  of  the 
ancient  classics.  Their  clamors  had  not  ceased,  wiien  the 
result  of  the  experiment  of  Military  Schools  became  appa- 
rent. We  have  no  time,  it  was  said,  to  spend  in  the  study 
of  the  dead  languages.  Education  ought  to  be  more  prac- 
tical. In  a  system  of  liberal  education,  modern  languages 
ought  to  take  the  place  of  Greek  and  Roman  classics^ 
Numerous  were  the  individuals,  who  denounced  every  thing 
old,  relating  to  education,  as  necessarily  wrong,  and  who 
asserted  that  every  new  project,  introduced  professedly  for 
improvement  in  the  science  of  education,  was,  of  course,  the 
one  to  be  adopted.  With  these,  even  the  guardians  of  some 
of  our  literary  institutions,  and  the  directors  of  liberal  edu- 
cation, united  in  their  attempts  at  innovation.  For  a  time, 
their  complaints  and  opinions  seriously  threatened  to  retard 
the  progress  of  a  liberal  and  enlightened  system  of  educa- 
tion. The  friends  of  the  important  interests  of  such  a 
system,  viewed  with  regret  the  influence  which  such  opinions 
exerted  over  the  public  mind.  Such  is  the  character — such 
are  the  views  and  pursuits  of  the  great  mass  of  our  popu- 
lation, not  liberally  educated,  that  the  sentiments  of  those 
who  would  discourage  the  study  of  the  ancient  classics, 
readily  meet  with  great  approbation.  But  our  most  dis- 
tinguished men  of  letters,  in  common  with  the  classical 
scholars  of  Europe,  still  regarded  the  study  of  the  ancient 
languages,  as  absolutely  necessary  in  any  system  of  liberal 
and  practical  education  ;  and  they  continued  to  advocate  its 


H 

importance.  An  able  writer  on  this  subject  has  well  re- 
marked, that  "  the  literature  of  every  country  in  Europe  is 
founded  more  or  less  on  classical  literature,  and  derives, 
from  this  source,  its  most  important  illustrations.  This  is 
evident,  not  only  from  such  works  as  long  since  appeared, 
and  which  form  the  standard  literature  of  modern  times, 
but,  from  those  more  recently  published,  and  even  from  the 
periodical  works  of  the  day.  Classical  learning  is  inter- 
woven with  every  literary  discussion."  In  view  of  these 
remarks,  it  appears  that  the  study  of  the  dead  languages  is 
emineritly  practical.  Without  it,  they  w  ho  pant  for  distinc- 
tion in  the  republic  of  letters,  must  ultimately  be  convinced 
of  their  utter  inability  to  succeed.  Without  a  knowledge 
of  the  classical  allusions  on  almost  every  page  of  modern 
literature,  they  are  not  fitted  to  relish  the  beauties  of  that 
composition,  which  is  regarded  in  literary  circles  with  uni- 
versal admiration. 

Had  we  time,  we  might  dwell  on  the  various  consider- 
ations, which  show  that  the  study  of  the  ancient  classics 
ought  to  be  regarded,  as  belonging  strictly  to  a  system  of 
practical  education.  It  is  truly  a  practical  study,  whether 
considered  in  its  influence  on  the  taste  and  the  imagination) 
or,  in  the  discipline  it  gives  to  every  faculty  of  the  mind. 
A  thorough  course  of  classical  study,  cannot  fail  to  strength- 
en the  judgment  and  memory,  the  powers  of  reasoning, 
comparison,  and  discrimination,  and  a  habit  of  patient  re- 
search— one  of  vast  importance  to  the  student.  Such  a 
course  of  study  may  be  a  better  mental  discipline,  than  even 
a  course  of  rigid  demonstration  in  the  Mathematics.  The 
study  of  the  classics  then  is,  in  a  most  important  sense,  prac- 
tical. In  this  respect,  it  is  believed,  nothing  could  be  substi- 
tuted, in  a  system  of  thorough  education,  of  equal  value. 
It  is  well  known,  that  the  literature  of  France,  Spain,  and 
modern  Italy,  is  based  on  that  of  ancient  times.  A  thorough 
and  critical  knowledge  of  their  languages,  would  lead  the 
student  to  the  elements  of  the  ancient  languages  ;  and,  if  he 
aim  to  be  a  thorough  and  critical   student,  he  will  not   be 


12 

rnnfcntcd  with  a  vlrw,  merely,  of  llie  siiperstniclnrc,  he  will 
(li,;;  (leip  to  rx:imiiie  the  foundation.  He  will  wish  to  he 
familiar  with  some  of  the  earliest  channel-,  in  wliieh  inlel- 
liu;ence  and  tliouL(|it  were  conveyed. 

That  literary  education,  then,  which  is  confined  to  the 
modern  languages,  must  necessarily  be  superficial ;  to  ac- 
quire these,  it  is  helieved,  docs  not  exact  of  the  mind  such 
a  course  of  discipline  ;  it  docs  not  ohlige  it  to  compare 
and  discriminate,  as  in  the  study  of  the  ancient  writers  of 
Greece  and  Rome.  He,  who  is  familiar  with  the  languages 
of  those  writers,  can  easily  acquire  the  modern  :  and,  of  the 
vast  literary  province,  the  modern  literature  of  France  and 
Spain  is  only  a  small  tract.  The  substitution,  then,  of  the 
study  of  the  modern,  in  the  place  of  the  ancient  languages, 
promotes  neither  a  course  of  liberal,  nor  of  practical  edu- 
cation. The  advocates  of  this  innovation,  seem  not  to 
have  been  aware,  that  an  acquaintance  with  the  French  and 
Spanish,  has  not  such  an  efl'ect  on  the  mind,  as  an  accurate 
knowledge  of  the  Latin  and  Greek.  Their  new  project 
did  not  encourage  that  process  of  mental  culture,  at  which 
every  student  should  aim  ;  it  was  a  labor-saving  project ; 
and  one  which  might  be  popular  with  a  certain  class  of 
young  men,  who  wished  for  the  badges  of  literary  distinc- 
tion without  the  merit.  Its  tendency  was,  to  degrade  Col- 
leges, to  depreciate  a  thorough  and  systematic  course  of 
instruction,  and  to  bring  sound  learning,  and  all  w  ho  would 
promote  it,  ever}'  where,  into  contempt. 

The  system  of  lecturing,  quite  popular  in  the  community, 
and  connected,  to  some  extent,  with  the  innovation  to  which 
I  have  just  alluded,  seemed  to  give  currency  to  the  senti- 
ment, that  students  need  only  be  merely  the  passive  recipients 
of  instruction.  With  the  study  of  French  and  Spanish,  they 
had  only  to  devote  some  attention  to  the  practical  part  of 
Mathematics,  place  themselves  in  the  hearing  of  some  lec- 
tures on  certain  subjects,  and  they  would  come  forth  from  the 
Schools  and  Colleges  learned  men  ;  at  any  rate,  with  diplo- 
ma?, purporting  that  they  had  received  as  good  an  education 


13 

as  those  who  had  been  foolish  enough  to  pursue  the  old  col- 
legiate course.  But,  it  is  not  the  recollection  of  a  mass  of 
facts,  which  constitutes  a  good  education,  though  it  may 
constitute  a  partial  one.  It  is  not  the  memory  alone  that  is 
to  be  exercised  ;  it  is  the  inventive  powers  which  are  to  be 
put  in  requisition  ;  and  that  course  of  education  which  tasks 
these  the  most,  other  things  being  equal,  is  obviously  the 
best  calculated  to  accomplish  the  great  object  of  a  liberal 
education.  The  elegant  literature  of  France  and  Spain, 
added  to  that  of  Greece  and  Rome,  is  certainly  desirable, 
and  necessary,  to  complete  such  education.  'Lectures,  too, 
are  seasonable  and  profitable,  by  way  of  illustration,  when 
they  are  on  subjects  which  the  student  has  already  investi- 
gated and  understood.  To  understand  the  subjects  on  which 
lectures  are  generally  given  in  our  literary  institutions,  re- 
quires, not  only,  before  hand,  much  patient  study  and  intense 
application,  but,  also,  considerable  strength  and  maturity  of 
intellect.  In  such  circumstances,  when  the  mind  is  previ- 
ously prepared,  lectures,  on  various  literary  and  scientific 
topics,  are  doubtless  beneficial  ;  but,  when  they  are  made 
to  supersede  close  application — are  a  substitute  for  study — 
they  are  positively  injurious.  I  allude,  now,  to  a  formal 
course  of  lectures  :  familiar  remarks  at  recitation,  on  many 
subjects  of  interest  to  the  student,  are  often  profitable.  The 
greatest  favor,  however,  is  conferred  on  the  pupil,  when  his 
teacher  makes  him  rely  on  his  own  efibrts,  still  encouraging, 
urging,  and  pointing  him  onward,  in  that  path  which  all, 
who  have  greatly  distinguished  themselves,  have  trod  before 
him.  Every  well  educated  man  must  acknowledge,  that, 
for  his  education,  he  is  indebted,  not  to  lectures,  but  to 
his  own  habit  of  mental  application,  and  to  the  reliance 
which  he  was  taught  to  place  on  the  efforts  of  his  well  dis- 
ciplined mind,  i 

But,  I  will  not  dwell  longer  on  measures  and  opinions, 
which,  if  generally  prevalent,  would  render  the  ancient 
classics  and  study  unpopular.  The  evil  has,  in  a  great 
degree,  found  its   own  remedy.     Ancient  poetry  and  do- 


14 

qupnce  arc  still  studied  and  admired  in  our  literary  institu- 
tions ;  and  Itlic  dream  of  l)ec()nlin^  learned  by  beinf^  "  a 
passive  recipient  of  knowledge"  from  the  lecturer,  or,  which 
is  the  same  thing,  tin?  "  dream  of  indolence,"  influences 
fewer  minds  than  it  did  ;  and  men  are  begiiniing  lo  be  irn* 
pressed  with  lliis  ^jreat  truth,  that  our  youth  must  actively 
co-operate  with  their  teachers,  if  they  would  be  thoroughly 
cducatedJ 

In  remarking  on  the  various  new  systems  of  education, 
I  will  briefly  notice  the  Family  High  Schools,  which  have 
been  established  in  diflerent  quarters  of  our  country.  Many 
of  these  originated  in  the  purest  motives.  It  was  hoped  they 
would  greatly  promote  the  important  interests  of  education, 
bv  making  it  both  more  thorough  and  extensive.  AVith  such 
an  object  in  view,  the  establishment  of  them  was  certainly 
laudable  and  worthy  of  better  success.  The  Gymnasia  of 
Germany  and  Swit7.erland,  were,  in  some  respects,  the  model 
schools.  The  experiments  were  commenced,  and,  for  a 
time,  continued  under  very  favorable  auspices.  They  seem- 
ed, truly,  in  many  instances,  to  be  in  "  the  full  tide  of  suc- 
cessful experiment."  The  characteristic  enterprise  of  our 
countrymen  hurried  many  into  the  lists  of  competition. 
The  result,  unhappily,  has  been  already,  in  most  cases,  what 
some  early  predicted.  Several  of  those  schools,  as  it  is 
known,  are  closed,  with  great  pecuniary  sacrifices  on  the  part 
of  the  undertakers  ;  and,  in  others,  the  number  of  scholars  is 
greatly  reduced.  And  it  is  still  an  experiment,  w  hether  any  of 
them  can  flourish,  or  perhaps  even  exist,  in  this  country,  on 
the  original  plan. 

I  can  only  glance  at  some  of  the  inherent  difficulties,  which 
retard,  if  not  prevent,  entirely,  the  prosperity  of  these  schools. 

The  limited  pecuniary  resources  of  a  large  portion  of  the 
community,  will  not  allow  them  to  patronize  these  schools. 
Most  are  obliged  to  avail  themselves  of  a  cheaper  mode  of 
education,  though  it  may  not  be  all^hey  would  wish.  And, 
of  the  wealthier  portion,  only  a  few  are  willing  to  be  at  a 
greater  expense  for  the  education  of  their  sons,  than  their 


15 

less  wealthy  neighbors.  So  that,  a  small  number,  compara* 
lively,  pay  cheerfully  an  extra  price  for  education  ;  and  some 
of  these  do  it,  because  they  are  unable,  for  some  one  or  more 
reasons,  to  manage  their  sons  at  home.  Of  course,  many, 
sent  to  these  schools,  are  not  of  the  most  promising  charac- 
ter. They  are  not  such,  as  will  most  readily  submit  to  neces- 
sary restraint  and  discipline  ;  nor  will  they,  unrestrained  and 
undisciplined,  be  of  such  a  character,  as  to  render  it  safe 
for  youths  of  purer  morals  to  associate  with  them,  and  be 
inmates  of  the  same  family.  It  will  be  seen,  then,  that  for- 
midable obstacles  are  presented  in  the  way  of  the  successful 
progress  of  these  schools.  These  obstacles  result  from  the 
views  and  feelings,  too  generally  prevalent  in  this  countr}', 
on  the  subject  of  family  and  school  government.  These 
views  and  feelings  are  essentially  different  from  those  which 
prevail  in  Great  Britain  and  Germany,  where  these  schools 
have  long  been  conducted  with  great  success.  In  those 
countries,  public  sentiment  tolerates,  and  even  demands,  a 
more  rigid  and  severe  mode  of  government  in  the  family, 
and  especially  in  the  public  school.  The  regimen  of  the 
celebrated  Eton  school  in  England,  would  not  be  submitted 
to,  at  all,  in  this  republic — a  regimen  so  strict  as  to  inflict  a 
severe  punishment  for  any  deficiency  in  the  prescribed  task  or 
lesson ;  and  yet  it  is  a  school  regimen  which  produced  the 
Johnsons  and  the  Parrs  of  Britain,  and  hundreds  more  of  her 
distinguished  sons.  But,  neither  the  indulged  and  ungovern- 
able sons  of  multitudes  with  us,  nor  their  parents  themselves, 
will  consent  that  such  a  system  of  family  and  school  govern- 
ment should  exist  here,  to  produce  the  like  finished  scholars. 
And,  in  no  school,  must  a  more  rigid  system  of  government 
be  maintained,  than  in  the  modern  family  school  of  our 
country.  No  family  can  be  well  regulated  without  the 
observance  of  certain  judicious  regulations.  Much  more, 
must  the  observance  of  such  regulations  be  insisted  on,  in  a 
family  of  forty,  sixty,  or  it  may  be,  of  one  hundred  lads 
from  as  many  different  families.  And,  if  these,  or  only  a 
part  of  them,  be  unmanageable  at  home,  or  at  the  schools 


16 

to  \\  liiili  tlicy  li;n'c  hitlicilD  Ijcrn  scut,  uiid  ;ire  now  .sent  to 
the  lliL;li  Srlmnl  to  he  liiiiiird  :iii(l  educated,  even  at  a  great 
expense,  because  it  cannot  Ijc  done  any  wliere  else,  it  is  not 
strange  if  they  sljall  prove,  oftentimes,  restive  and  trouble- 
some spirits,  corrupt  and  corrupting,  and,  consequently, 
danL,^erous  associates  for  tlic  guileless,  unsuspecting,  and 
confiding.  And  it  would  not  be  strange,  too,  if  the  very  parent 
who  placed  a  son,  of  the  character  described,  at  the  High 
School  to  be  educated,  because  he  either  could  not,  or  had 
not  time  to  govern  him  himself,  should  be  ready  to  listen 
to  his  son's  statements  of  imaginary  grievances  at  the  school, 
and  make  i)is  cause  and  feelings  his  own,  thus,  greatly  in- 
creasing the  difficulties  which  before  existed  in  regard  to 
the  management  of  him.  It  may  be  remarked,  in  gener- 
al, that  the  parents  of  sons,  unmanageable  at  home,  will 
be  the  most  disposed  to  be  dissatisfied  with  a  necessary 
course  of  discipline  at  school. 

And,  besides,  it  will  perhaps  always  be   found    easier   to 
manage  a  large   number   of  youth,  living  in  separate  fami- 
lies— a   few  in  each — within  a   convenient  distance  of  the 
building  for  study  and  recitation,   than  to  manage  them  in 
one  laniily.     It  is  the  clu;tering  together  of  those,  already 
corrupted,   of  the   mischievous  and   disorderly,  or  of  those 
w  ho  are  indolent  and  unwilling  to  be  restrained,  which  is  to 
be  regarded  as  unfavorable  to  the  existence  of  a  well  or- 
ganized and  well  regulated  literary  institution.     Such  cir- 
cumstances obviously  present  great  facilities  to  vicious  youth, 
to  exert  a  pernicious  influence  over  those,    who  otherwise, 
would   readily  comply   with   the   wishes   of  their   teachers. 
None  sympathize  so  much  w  ith  each  other,   as  members  of 
the  same  literary  institution.     \Vhen  these  are  daily  asso- 
ciated  together — are   members   of   the   same    family — and, 
when  out  of  school  hours  and  beyond  the  eye  of  the  teacher, 
they  are  disposed  to  cluster  together,  to  devise  mischief,  the 
task  of  management,  to  say  the  least,  becomes  exceedingly 
laborious  and  difficult.     But,  the  facilities  for  doing  wrong, 
are  by  no  means  so  great,  w  iicn  the  students  are  distributed 


17 

among  some  twelve  or  twenty  families.     In  these  circum- 
stances, they  are  not  so  much  under  each  other's  influence  ; 
there  is  not  among  them  such  a  community  of  interest  and 
feeling,  as  when  they  are  in  one  family ;  and  this  is  owing  to 
the  fact,  that  they  have  less  lime  to  spend  in  each  other's  soci- 
ety, and  more,  to  associate  with  the  families  in  which  they  live. 
The  more,  then,  we  reflect  on  the  system  of  Family  High 
School  Education, — on  the  sentiments,  habits,  and  civil  in- 
stitutions of  the  American  people,  and,  I  may  add,  on  the 
nature  of  the  human  mind, — the  deeper  will   be    our  con- 
viction of  the  difliculties,  which  attend  that  system  in  its 
operation.     After  some  experience,  and  much  reflection,  on 
this  subject,  I  am  inclined  to  doubt,  whether  Family  High 
Schools,  with  a  large  number  of  pupils,  can  be  controlled, 
and  well   managed,  unless  by  the  exercise   of   dictatorial 
power — a  power,   to   the   exercise   of  which,   neither    the 
parents  in  general,  nor  the  sons  of  that  class  of  our  popu- 
lation, able  to  send  to  them,  will  long  submit. 

The  genius  of  our  political   institutions,  and  the  wants 
of  the  people,  seem  to  give  a  decided  preference  to  the  old 
Academy.      That  Academy,  which  is  well   endowed  and 
conducted — which  is  located   conveniently  for  public  pa- 
tronage, and  regarded,  by  an  intelligent  population  around 
it,  with  deep  interest  and  strong  aflection,  has  many  advan- 
tages over  the  Family  High,  or  any  other  Public  School. 
Education  at  the  Academy,  is  much  less  expensive ;  and, 
such   are  the  views  of  most  of  our  population,  that  they 
regard   with  more  favor,   literary  institutions,  in   which  a 
good  education  can  be  obtained  with  small  expense,   than 
expensive  schools,   though  the   instruction,   at  these,  may 
be  more  thorough.     So  many  of  our  youth,  in  the  pursuit 
of  a  liberal  education,  are  obliged  to  practice  on  a  system 
of  rigid  economy,  that  those  Academies,  where  the  means 
of  education  are  the  cheapest,  will  receive  the  most  and 
best  patronage    It  will  be  the  best,  for  it  will  be  that  of  youth 
of  enterprise,   and,   usually,   of  a  good    character ;    who, 
though  in  moderate  circumstances,  are  resolved  to  obtain 

3 


18 

an  eduratioii ;  and,  wllli  llicir  object  in  constant  view,  to 
make  the  very  best  improvement  of  their  time  and  privi- 
leges. While  such  youth  render  the  task  of  government 
less  laborious,  they  give  to  an  institution  a  very  desirable 
character. 

[It  is  to  be  regretted,  that,  in  very  many  of  our  Acade- 
mies, scanty  resources,  and  the  small  number  of  teachers 
in  proportion  to  tlie  number  of  the  scholars,  do  not  allow 
of  that  thorough  and  systematic  course  of  instruction, 
which  is  necessary.  In  many  of  them,  it  is  not  possible 
for  the  teachers  to  do  justice  to  their  pupils.  In  some, 
the  admirable  plan  of  division  of  labor,  cannot  be,  exten- 
sively, if  at  all,  introduced  ;  and  in  others,  in  which  it  does 
prevail,  the  number  of  scholars  is  too  large  for  that  of  the 
teachers.  Nothing  is  wanting,  to  make  our  Academies 
equal,  in  every  respect,  to  our  High  Schools,  but  an 
additional  number  of  teachers,  employed  on  the  plan  of 
the  division  of  laborj  In  no  department  of  Mechanics, 
are  the  advantages  of  division  of  labor  more  apparent, 
than  they  are  in  the  business  of  instruction.  For  this  great 
improvement,  in  the  science  of  teaching,  we  are  indebted, 
in  some  degree,  to  modern  innovation.  It  is  an  improve- 
ment, which  demands  the  attention  of  all  concerned  in  the 
direction  of  our  higher  seminaries  of  learning.  And,  were 
it  introduced,  and  the  teachers  thorough  and  faithful,  the 
means  of  instruction,  in  our  Academies,  would  then  be 
ample — all  that  could  be  desired.  Expensive  philosophical 
and  chemical  apparatus,  in  an  Academy,  is  not  needed  ; 
enough  to  illustrate  the  more  obvious  principles  of  natural 
science  is  sufficient.  To  obtain  a  very  extensive  knowl- 
edge of  Natural  Philosophy  and  Chemistry,  the  student 
must  resort  to  our  Colleges.  The  great  object,  which 
teachers  in  Academies  should  keep  in  view,  is,  to  make 
their  pupils  familiar  with  the  first  principles — with  the 
rudiments  of  science  and  literature.  These  Academies 
are  to  be,  in  some  measure,  the  preparatory  schools, — in 
which  the  drilling  process  is  to  be  considered  indispensable. 


19 

~-in  which  the  youth  are  to  be  taught  how  io  study,  and 
the  great  object  of  study.  The  teacher  must  be  indefati- 
gable. It  is  his  office,  rather  to  guide  his  pupils  along 
the  path  to  intellectual  excellence,  than  to  convey  them. 
They  must  be  taught  to  overcome  obstacles  themselves  ; 
and  not  to  wait  till  they  are  removed  for  them  by  their 
teacher.  The  obstacle  is  half  removed,  when  the  pupil 
is  influenced  to  resolve  to  remove  it  wholly  himself. 
The  habit  of  overcoming  difficulties  himself,  is,  to  the 
pupil,  one  of  inestimable  importance ;  not  when'  viewed  in 
reference  merely  to  his  literary  and  scientific  pursuits,  but 
to  all  the  concerns  of  future  life ;  so  that  the  teacher  is  to 
regard  the  formation  of  this  habit  in  the  mind  of  his  pupil, 
as  one  of  the  highest  moment.  And,  that  he  may 
form  it,  he  should  not  only  be  very  caurious,  lest  he 
render  too  much  assistance  to  the  inquiring  pupil, 
but,  also,  lest  he  place  in  his  hands,  for  stud}',  such  text 
books,  as  may  require  very  little  exertion,  on  his  part,  to 
understand  them.  In  this  age  of  innovation,  it  is  not 
every  book,  designed  for  schools,  that  is  suitable  to  be 
introduced  into  them.  So  simple,  easy,  and  plain  to  be 
understood,  are  many  of  these  new  books,  that,  it  is 
doubted  whether  they  are,  on  the  whole,  the  best  calculated 
to  promote  the  great  interests  of  education.  With  so  little 
discretion,  are  some  of  them  made,  that,  when  it  is  his  duty 
to  select,  the  teacher  finds  it  difficult  to  make  a  good  selec- 
tion for  the  use  of  his  pupils.  He  must  examine  them 
himself,  so  little  reliance  can  be  placed  upon  the  recom- 
mendations, with  which  these  books  come  from  the  press. 
In  regard  to  this  subject,  he  must  follow,  in  a  great  degree, 
the  decisions  of  his  own  judgment. 

As  to  school  discipline,  the  judicious  teacher  will  adopt 
such  a  system,  as  to  secure  the  prompt  obedience  of  the 
pupil,  without  a  resort  to  bribery.  In  the  science  of  school 
government,  it  is  not  certain  that  he  will  find  so  great 
an  improvement  has  been  made,  as  is  generally  supposed. 
He   knows   that   experiments    have   been   made,   but,   with 


20 

the  results,  lie  may  not  be  altogctlicr  satisfied.  lie,  how- 
ever, will  pursue  a  safe  course,  if  he  follow  the  dictates  of 
pood  sense,  and  profit  by  the  experience  of  the  wise,  who 
have  lived  before  him,  and,  especially,  by  the  instructions 
and  wisdom  of  him,  who  for  thousands  of  years,  has  been 
esteemed  as  "  the  wisest  of  the  wise." 

The  teacher  must  be  prepared  to  meet  the  trials  and 
perplexities,  peculiar  to  his  profession  ;  still,  however,  he 
may  feel  that  it  is  a  noble,  and,  in  some  important  respects, 
at»  enviable  one.  He  has,  around  him,  young  minds,  to 
be  trained  for  the  highest  and  sublimest  purposes.  As  he 
trains  them,  he  may  exert  over  them  a  hallowing  influence. 
He  may  be  able  to  counteract,  to  a  great  extent,  the  un- 
favorable influences,  operating  against  him  beyond  his 
little  domain,  and,  after  all,  give  to  the  youthful  mind  his 
own  impression.  The  classical  teacher  conducts  his  pupils 
to  the  fountains  of  ancient  eloquence  and  wisdom.  He 
goes  with  them,  back  to  the  remote  ages  of  antiquity,  and 
holds  converse  with  the  choicest  spirits  of  those  times. 
Whatever,  in  their  lives,  is  worthy  of  regard  or  imitation 
— whatever  is  attractive  in  their  philosophy  and  eloquence, 
the  teacher  points  out,  and  unfolds  to  the  youthful  aspirant 
after  intellectual  and  moral  excellence.  He  communes, 
daily,  with  the  great  of  past  ages,  and  with  those  around 
him,  who  arc,  likewise,  to  exert  a  controlling  influence  in 
years  to  come.  He  thus  forms  the  connecting  link,  be- 
tween the  past  and  future  :  and,  while  he  transmits  all 
that  is  worthy  of  being  transmitted,  from  the  poetry,  elo- 
quence, philosophy,  and  patriotism  of  ancient  times,  to 
the  youth,  who,  it  may  be,  are  to  control  the  destinies 
of  his  country  in  the  coming  generation,  he  can  blend  with 
it,  his  own  influences — he  can  give  it,  almost  the  tone  and 
complexion  that  he  chooses,  l^ut,  the  teacher  can  range 
in  a  wider  field  than  that  of  ancient  literature.  He  is  not 
only  to  instruct  his  pupils  in  the  rainutia;  of  ancient  lan- 
guage— to  show  them  how  to  apply  the  rules  of  syntax 
to   the  construction  of  sentences,   and,   also,   the  connec- 


21 

tion  between  the  ancient  languages  and  liis  own — not  only 
to  interest  them  in  the  subject  of  philosophical  criticism — 
not  only  to  make  them  acquainted  with  whatever  is  elegant 
in  ancient  literature  and  sentiment — not  only  to  make  them 
thorough  scholars  in  Arithmetic  and  Mathematics,  English 
Grammar  and  Geography, — he  should  have  a  higher  and 
nobler  aim  in  view — he  should  aim  to  form,  in  his  pupils, 
such  habits  of  thought  and  action,  and  to  cultivate  in  them, 
such  a  spirit,  as  will  promote  their  own  future  happiness, 
and  that  of  those,  who  may  be  associated  with  them  in 
future  lifeTj  Much,  that  they  may  have  committed  to 
memory  at  school — the  particular  rules  of  syntax  and 
Arithmetic — very  many  of  the  facts  of  History  and  Ge- 
ography, will,  in  a  few  years,  have  gone  beyond  the 
power  of  recollection.  But,  in  the  words  of  another, 
"  that  blossoms  may  not  be  untimely,  that  they  may  pro- 
duce fruit,  there  must  be  formed,  within  them,  a  germ, 
ffhat  germ  in  the  human  mind,  is  the  love  of  knowledge, 
is  the  intellectual  habit  that  will  lead  to  further  acquisi- 
tions. Without  this,  education,  and  that  which  is  often 
called  the  most  finished  education,  is  to  little  purpose. 
Habits  of  thought,  comparison,  discrimination,  and  re- 
search, must  be  formed,  or  the  tim£  and  expense  of  edu- 
cation are  literally  thrown  away."  '  If,  by  particularity 
at  recitation,  and  a  spirited  mode  of  conducting  it, — if 
by  familiar  remarks,  frequently  accompanying  an  appli- 
cation of  what  his  pupils  are  learning  to  the  common 
concerns  of  life,  the  teacher  can  awaken  their  slumbering 
energies,  and  induce  the  habit  of  attention  to  what  is 
instructive  ; — if  he  can  do  this,  he  accomplishes,  in  an 
important  sense,  the  great  object  of  education.  In  doing 
this,  he  may  touch  a  spring,  that  shall  give  motion  to 
machinery,  producing  mighty  and  prodigious  results,  long 
after  the  agent  that  gave  the  first  impulse,  has  gone  from 
the  scene  of  human  life.  No  one — not  even  the  nearest 
friend,   may  be  able   to   do,  in  this   respect,  so  much  for 


22 

tl»c  particular  iudividuiil,  and  for  society,  as  the  skilful 
traclicr.  lit  may  l)0,  that  lie  alone  can  breathe  into  his 
pupil  an  intelligent,  social,  patriotic,  noble  spirit ; — that  he 
alono  can  lead  him,  to  feel  the  claims  which  society,  his 
country,  and  the  world,  have  upon  him. 

No  where,  has  the  teacher  of  youth  opportunities  to 
exert  a  greater  amount  of  influence — no  where,  are  his 
responsibilities  greater,  than,  in  this  land  of  civil  and  re- 
ligious freedom.  The  free  institutions,  which  we  received 
from  our  fathers,  are  based  on  the  only  firm  ground,  that 
of  Christian  principle.  When  this  principle  shall  cease  to 
be  predominant  in  our  land,  these  free  institutions — the 
sources  of  all  our  present  national  glory  and  happiness — 
will  be  no  more.  1  repeat  it,  it  was  the  influences  of  pure 
Christianity,  which  gave  birth  to  these  institutions,  and 
which,  alone,  can  sustain  them.  It  is  on  the  moral  and 
religious  power  of  the  republic,  that  we  are  to  rely,  in 
those  times,  "  which  try  men's  souls."  lit  is  the  peculiar 
genius  of  the  Gospel,  that  imbues  the  soul  with  the  true 
patriotism — with  the  genuine  love  of  country.  This  great 
and  important  truth  ought  to  be  deeply  impressed  on  the 
mind  of  every  freeman,  whether  the  tenant  of  the  humblest 
cottage,  or,  clothed  with  legislative  or  executive  power. 
As  we  desire  then  to  transmit  to  posterity  our  glorious 
inheritance — as  we  love  our  country — love  to  anticipate 
its  prosperity  and  greatness  in  coming  ages,  and  delight 
to  cherish  the  thrilling  idea,  that  this  land  will  prove,  yet, 
to  be  the  cradle  of  free  institutions  for  the  world,  we, 
who  educate  our  youth,  should  pant  to  instil  into  their 
minds,  the  true  spirit  of  Christianity — the  only  genuine 
patriotisniH 

ilntelligence,  alone,  cannot  save  the  republic.  In  mod- 
ern France,  there  were  men  of  science,  and  letters,  and 
philosophy,  but,  notwithstanding  their  science,  literature, 
and  philosophy,  their  oflbrts  to  establish  free  institutions, 
on  the  ruins  of  monarchy,  ended  in  a  military  despotism. 
And,  so  it  must  be,  every  where ;    and  so  it  will  be  here, 


23 

unless  the  peculiar  views,  sentiments,  and  reeling<5,  which 
the  Gospel  inspires,  entensively  prevail,  controlling  the  mass 
of  our  population.  It  is  not  enough,  then,  that  the  teacher, 
rightly  appreciating  the  excellence  of  our  free  institutions, 
cultivate  the  intellect — cultivate  those  noble  intellectual 
faculties,  which  God  has  bestowed  on  us  for  the  highest 
purposes  ; — he  should  aim  to  improve  the  heart — aim  to 
imbue  it  with  the  love  of  those  great  and  precious  relig- 
ious truths,  which  our  fathers  prized  above  all  price,  and 
which  have  made  this  land,  the  glory  of  all  lands.'  On 
the  prevalence  of  which  truths,  it  is  now  depending,  whether 
our  free  institutions  can  be  transplanted  to  the  old  world 
or,  whether  the  oppressors  of  their  subjects,  there,  shall 
form  still  stronger  alliances,  to  hold  Europe,  for  a  century 
more,  in  heavier  chains  and  deeper  wretchedness.  The 
teacher  has,  under  his  influence,  those  who  are  soon  to 
occupy  the  places  of  our  fathers  ; — who  are  soon,  it  may 
be,  to  control  public  opinion,  and  be  engaged  in  the  man- 
agement of  the  important  interests  and  afl'airs  of  the 
republic ;  and  who,  before  they  enter  upon  scenes  of  active 
life,  ought  to  be  thoroughly  instructed  in  those  religious 
principles,  which  constitute  the  only  true  and  solid  basis 
of  all  rational  liberty.  In  these,  they  ought  to  be  in- 
structed, that  they  may  know,  in  what  way,  our  own 
liberties  may  be  preserved,  and  on  what  ground  they  have 
a  right  to  expect  the  future  progress  of  our  free  institu- 
tions, through  the  world.  With  strong  aspirations,  then, 
himself,  after  higher  and  higher  attainments  in  moral  and 
religious  excellence,  the  teacher  should  allure  his  pupils  to 
cultivate  their  moral  powers,  that  they  may  be  fitted  to 
discharge,  conscientiously,  those  responsible  duties,  which 
are  soon  to  devolve  on  them,  as  citizens  of  this  republic, 
and  those  higher  and  holier  duties,  too,  which  they,  with 
himself,  owe  to  God.  He  ought  to  exert  a  decidedly 
religious  influence  in  the  sphere  in  which  he  acts.  He 
cannot  occupy  neutral  ground.  His  example  and  in- 
structions should  evince  to  his  pupils,  that  he   places  the 


24 

lii!;lic>l  value  iipnii  tlio  institutions  of  religion,  and  npon 
llur  spirit  of  tin-  trlorious  (jospc.-l.  He  ought  to  remember, 
habitually,  that  the  undying  minds  around  him,  are  capable 
of  making  constant  progress  in  the  acquisition  of  knowl- 
edge, for  ever ; — that  they  may,  if  they  choose,  rise  to 
eternal  communion  with  pure  and  holy  spirits,  in  the 
blissful  presence  of  (iod.  If,  then,  he  does  his  duty,  he 
will  not  act  merely  for  his  country,  or  for  this  world;  he 
will  strive  to  induce  his  pupils  to  prepare  for  entrance  on 
a  nobler  state  of  existence — a  world  of  unchanging  reali- 
ties, after  this  shall  have  passed  away. 

"  Lei  a  man  enter  this  field,  therefore,"  says  a  writer, 
in  one  of  our  most  popular  Reviews,  on  the  subject  of 
teaching  youth,  "  not  to  go  through  the  dull  round  of 
prescribed  duty ;  let  him  throw  himself  into  this  sphere  of 
action,  with  his  whole  mind  and  heart,  with  every  wakeful 
energy  of  thought,  and  kindling  fervor  of  feeling;  to  think 
and  to  act,  to  devise  and  to  do,  all  that  his  powers  per- 
mit, for  the  minds  that  are  committed  to  him,  to  develop 
and  exhaust  his  whole  soul  in  this  work,  to  labor  for  and 
with  his  pupils,  to  win  their  affection,  to  quicken,  in  them, 
the  love  of  knowledge,  to  inspire  with  every  noble  im- 
pulse, the  breast  of  ingenuous  youth  ;  to  raise  up  sound 
scholars  for  literature,  and  devoted  pastors  for  the  church, 
and  patriotic  citizens  for  the  country,  and  glorious  men 
for  the  world." 


BRIEF    SKETCH 

OF    THE 

HISTORY   OF   LEICESTER   ACADEMY. 


|This  Academy  was  incorporated  by  an  Act  of  the  General 
Court  of  Massachusetts,  March  23d,  1784,  for  the  purpose, 
as  expressed  in  the  Act,  "of promoting  true  piety  and  virtue, 
and  for  the  education  of  youth  in  the  English,  Latin,  Greek, 
and  French  languages,  together  with  writing,  arithmetic,  and 
the  art  of  speaking ;  also,  practical  geometry,  logic,  philos- 
ophy, and  geography ;  and  such  other  of  the  liberal  arts  and 
sciences  as  opportunity  may  hereafter  permit,  and  the  Trus- 
tees hereinafter  provided  shall  direct.^ 

The  Trustees  appointed  by  the  Act,  were,  "Ebenezer 
Crafts  of  Sturbridge,  and  Jacob  Davis  of  Charlton,  Esquires, 
the  Hon.  Moses  Gill  of  Princeton,  Samuel  Baker  of  Bolton, 
and  Levi  Lincoln  of  Worcester,  Seth  Washburn  of  Leicester, 
and  Rufus  Putnam  of  Rutland,  Esquires,  Joseph  Allen,  Esq., 
and  the  Reverend  Thaddeus  Maccarty  of  Worcester,  the  Rev- 
erends Joseph  Sumner  of  Shrewsbury,  Joshua  Paine  of  Stur- 
bridge, Benjamin  Conklin  of  Leicester,  Archibald  Camp- 
bell of  Charlton,  Joseph  Pope  of  Spencer,  all  in  the  County 
of  Worcester,  and  the  Honorable  Timothy  Danielson,  Esq., 
of  Brimfield,  in  the  County  of  Hampshire." 

[The  reasons  which  induced  the  General  Court  to  grant  the 
Act  of  incorporation  are  well  expressed  in  the  Preamble  : 

"  Whereas,  the  encouragement  of  literature  in  the  rising 
generation,  has  ever  been  considered  by  the  wise  and  good, 
as  an  object  worthy  of  the  most  serious  attention,  as  the  safe- 
ty and  happiness  of  a  free  people,  ultimately  depend  upon 
the  advantages  arising  from  a  pious,  virtuous,  and  liberal  ed- 
ucation : 

4 


26 

"  Wlicrcas,  it  appears  that  Ebcnezcr  Crafts  of  Slurhridgc, 
in  till,'  f'ounty  of  Worcester,  and  Jacob  Davis  of  Cliarllon,  in 
the  said  (.'ouiity,  Es(|uires,  for  the  purpose  of  promoting  piety 
and  learning,  liave  generously  given  the  large  and  commo- 
dious mansion  house,  lands,  and  appurtenances,  in  Leicester, 
lately  occupied  by  Aaron  fjopez,  deceased,  for  the  use  of  an 
Academy  :  And  it  further  ajijicars,  that  the  sum  of  one  thou- 
sand pounds  is  generously  subscribed  for  the  support  of  the 
said  Academy ;  the  interest  thereof,  together  with  what  may 
hereafter  be  raised  by  donations,  with  the  income  or  rent  of 
all  real  estate,  to  be  appropriated  for  the  use  and  benefit  of 
the  said  Academy  forever;  as  Trustees  to  be  appointed  shall 
think  most  expedient.'^ 

Such  was  the  origin  of  the  foundation  of  this  Institution, 
which  for  nearly  half  a  century  has  deservedly  ranked 
with  the  first  Academies  in  the  State,  for  the  respectability  of 
its  Trustees,  and  the  high  character,  for  learning,  fidelity,  and 
aptness  to  teach,  of  its  Instructors. 

(When  it  is  recollected,  that  this  country  was  then  suffering 
from  the  unparalleled  sacrifices  she  had  made  to  support  her 
Independence,  that  her  affairs  were  in  an  unsettled  state,  and 
the  taxes  and  burdens  of  the  people,  occasioned  by  the  war 
of  the  Revolution,  were  very  great,  too  much  praise  cannot  be 
bestowed  on  the  worthy  and  patriotic  citizens  who  thus  gen- 
erously laid  the  foundation  of  this  Institution 

All  the  Trustees  named  in  the  Act  are  now  numbered  with 
the  dead.  But  while  the  Institution  endures,  while  learning 
and  virtue  are  duly  esteemed,  their  names  will  be  held  in 
grateful  remembrance. 

('[The  large  and  commodious  mansion  house,"  given  by 
Messrs.  Crafts  and  Davis,  was  used  for  the  purposes  of  an 
Academy  until  the  year  1806.* 

"  On  the  morning  of  the  4th  July,  1806,  the  Corporation 
of  Leicester  Academy  met  to  open  a  New  Building  for  the 
use  of  that  Institution." 

*  See  Note  1 . 


27 

An  Address  was  delivered  on  the  occasion,  by  the  Rev. 
Mr.  Sumner,  President  of  the  Academy,  and  an  Oration,  on 
the  importance  of  Education,  by  the  Rev.  Aaron  Bancroft, 
one  of  the  Trustees.  The  Address  and  Oration  were  pub- 
lished by  request  of  the  Corporation.  A  short  extract  from 
the  former,  will  give  a  general  view  of  the  state  of  the  Acad- 
emy up  to  that  time  : 

"  Soon  after  the  Charter  was  granted,  the  Seminary  was 
opened  and  was  in  a  flourishing  condition  until  the  want  of 
energy  in  the  confederation  of  the  United  States,  and  the 
tumidts  that  existed  in  this  State,  so  far  destroyed  public 
credit,  as  to  render  the  resources  of  this  Institution  unpro- 
ductive, and,  for  a  time,  it  was  shut  up ;  and  so  it  must  have 
remained,  had  it  not  been  for  the  exertions  of  individuals,  and 
particularly  of  the  inhabitants  of  Leicester.*  By  means  of 
which,  it  was  kept  open,  until  the  Federal  Constitution  was 
framed,  and  the  Federal  Government  established,  which  re- 
stored public  credit,  and,  of  course,  revived  this  Institution  ; 
since  which  time,  it  has  prospered,  and  many  have  here  been 
trained  up  to  take  active,  and  useful  parts  upon  the  stage  of 
life ;  many  have  been  furnished  to  become  instructors  of 
private  schools,  others  have  been  prepared  to  enter  upon  pro- 
fessional studies,  and  not  a  few  have  been  fitted  to  become 
members  of  Colleges  and  Universities.  On  the  14th  of  May, 
1805,  the  Corner  Stone  of  this  edifice  was  laid,  since  which 
time,  this  superstructure  has  been  erected  thereon — conven- 
ient and  sufficiently  elegant ;  of  which  we  this  day  take  pos- 
session for  the  use  of  this  Academy,  agreeably  to  the  Charter." 

In  a  history  of  Leicester,  by  Emory  Washburn,  Esq.,  this 
Building  is  thus  described  : 

"  The  situation  of  the  Academy  Building  is  high,  and  com- 
mands a  fine  prospect.  The  exterior  of  the  building  is  neat 
and  well  proportioned,  its  interior  commodious  and  well  de- 
signed. It  is  three  stories  high,  with  sixteen  lodging  rooms 
or  parlors,  besides  a  dining  hall,  library,  school  room,  and 
chapel,  and  cost  between  eight  and  nine  thousand  dollars." 

*  Ncc  Note  2. 


2B 

Unfortunately  for  tlit-  intcn'sts  of  the  Institution,  this  build' 
inff  was  inulcrtakon,  hiiilt,  mid  fmi^licd  Ity  the  job,  and  not- 
uillistandinfj;  the  fxterior  was  well  prnporlioned  and  impos- 
\u<j;,  notwillislandin^-  liic  |)lan  of  the  interior  was  well  de- 
sifrncd,  yet  the  foundation  on  which  it  stood,  was  not  suffi- 
ciently firm,  and  many  j)rirt-;  of  it  soon  after  settlinpr,  the 
building;  was  much  racked  and  injured.  This,  added  to  the 
lack  of  skill,  or  care,  or  from  too  great  haste  in  covering  and 
finishing  the  buildiuL'',  left  it  exposed  to  receive  too  large  a 
portion  of  the  winds  and  storms  of  heaven,  for  the  comfort 
or  convenience  of  the  Instructors,  Students,  or  Steward.  Va- 
rious attempts,  from  time  to  time,  were  made  by  the  Trus- 
tees, to  repair  and  mend  it.  Considerable  sums  of  money 
were  expended  for  this  purpose,  until,  by  repeated  failures, 
they  became  fully  convinced  that  all  further  attempts  to 
repair  it  would  prove  fruitless,  and  only  subject  them  to  an 
useless  expenditure  of  money. 

The  subject  was  frequently  discussed  by  the  Board  of 
Trustees,  and  at  a  meeting  of  the  Board  on  the  12ih  of  June, 
1832,  it  was  unanimously  voted  to  dispose  of  the  old  build- 
ing, erected  in  1806,  and  to  build  another  on  the  same,  or 
nearly  the  same  site. 

Taught,  by  experience,  the  importance  of  a  suitable  plan, 
a  firm  foundation,  good  materials,  good  workmen,  and  a  first- 
rate  master  builder,  for  the  erection  and  completion  of.  such 
an  edifice,  as  would  unite  convenience  and  comfort,  with  du- 
rability, the  Trustees  proceeded  with  great  caution  and  delib- 
eration in  carrying  tlie^  foregoing  vote  into  effect.  Under  the 
directions  of  a  Building  Committee,  consisting  of  His  Excel- 
lency, Levi  Lincoln,  Hon.  Nathaniel  P.  Denn}',  Samuel  M. 
Burnside,  Esq.,  Rev.  George  Allen,  and  Hon.  Samuel  Mix- 
ter — and  the  superintendence  of  Mr.  Elias  Carter,  an  expe- 
rienced and  skilful  architect — preparations  for  the  erection  of 
the  new  building  were  commenced,  and  on  the  25th  of  De- 
cember, 1833,  having  been  finished  and  ready  for  use,  was 
solemnly  dedicated,  by  prayer,  by  the  Rev.  Micah  Stone, 


29 

Vice  Prestdent  of  the  Academy,  and  Addresses  from  the  Rev. 
George  Allen,  one  of  the  Trustees,  and  Mr.  Luther  Wright, 
Principal  Preceptor,  to  the  important  purposes  for  which  the 
Academy  was  originally  chartered. 

This  new  edifice  stands  on  the  site  of  the  old  one,  on  ele- 
vated ground,  on  the  north  side  of  the  handsome  village  of 
Leicester,  having  a  large  inclosure  in  front,  ornamented  with 
a  variety  of  trees,  and  commanding  an  extensive  and  pleas- 
ant view  of  the  surrounding  country.  The  walls  are  of 
brick  ;  its  exterior  is  neat,  and  presents  the  appearance  of  a 
building  erected  for  use  and  durability,  rather  than  show. 
The  centre  part  is  42  feet  by  40,  and  each  wing  30  feet 
square,  making  the  whole  length  of  the  building  102  feet. 
The  first  floor  of  the  centre  is  divided  into  two  apartments, 
for  school  rooms,  which,  by  means  of  folding  doors,  can  be 
united  into  one,  when  necessary.  School  rooms,  more  con- 
venient and  pleasant,  and  combining  more  advantages  for 
the  accommodation  of  Instructors  and  Students,  it  is  -believ- 
ed, are  not  to  be  found  in  any  Academic  Building  in  the 
Commonwealth. 

The  ground  floor  of  one  wing,  is  intended  for  the  Princi- 
pal Preceptor,  and  is  now  occupied  by  Mr.  Wright,  as  such, 
who  now  does,  and  will  continue  to,  accommodate  a  number 
of  Students  with  board.  The  other  wing  is  intended  for  a 
Steward,  with  whom  the  Associate  Preceptor,  and  such  Stu- 
dents, as  wish  to,  are  to  board.  The  second  and  third  stories 
are  each  divided  into  fourteen  rooms,  for  the  occupation  of 
the  Associate  Preceptor  and  Students.  These  rooms  are 
large,  neatly  finished,  well  lighted,  uncommonly  pleasant,  and 
combining  all  the  comforts  and  conveniences  which  Students 
could  expect  or  desire. 

The  Trustees  have  deemed  it  due  to  themselves  and  to  the 
public,  thus  briefly,  to  give  the  reasons  which  induced  them 
to  lake  down  the  old  and  erect  the  new  Edifice.*  They  trust, 
from  the  superior  advantages  of  the  present  over  the  former 
building,  and  from  the  high  character  of  the  present  Precep- 

'*  This  Edifice  has  been  erected  at  an  expense  of  about  ^10,000. 


410840 


30 

tors,  (or  aliiliiy,  rnlrlity,  and  cxjjcricncf,'  in  ini|)ailiii^  in=iruc- 
tioii  to  (lie  miii(U  of  voiiili,  til'-  Academy  will  receive  an  in- 
rnasi'd  degree  olpidjlic  patronage. 

Tlic  Trustees  would,  on  this  occasion,  acknowledge  with 
gratiliHJr,  ilir  oltli^ation>  tliey  are  under  to  llie  ijuljliir,  for  llic 
(Micouragenienl  it  lias  all'orded  llie  Institution,  by  sending  to 
it  so  many  youllis  to  be  instructed,  and  particularly  to  the 
liberal  individuals,  whose  donations  liave  enabled  them  liith- 
crto  to  sustain  the  interests  and  reputation  of  the  Institution, 
and  to  erect  the  present  commodious  edifice,  without  causing 
such  a  reduction  of  the  funds  as  to  produce  immediate  em- 
barrassment. 

l?ut  to  render  tiic  Institution  what  it  ought  to  be,  what 
they  tiiink  it  may,  and  intend  it  shall  be,  a  Literary  Institu- 
tion, of  the  first  order,  it  must  continue  to  receive  from  the 
public,  a  generous  and  liberal  encouragement.  This,  they 
cannot  doubt,  the  public,  and  particularly  the  citizens  of  the 
County  of  Worcester,  will  cjieerfully  afford  to  an  Institution, 
which  has  already  imparted  to  thousands  the  first  rudiments 
of  the  arts  and  sciences,  prepared  many  to  be  instructors  of 
others,  and  fitted  numbers,  from  year  to  year,  to  enter  our 
Colleges  and  Universities,  many  of  whom  now  fill  important 
stations  in  Church  and  State. 

This  brief  sketch  will  be  closed  with  a  list  of  the  names  of 
tlie  Trustees,  including  those  appointed  by  the  Act  of  Incor- 
poration, and  all  who  have  been  elected  since,  the  names  of 
the  Principal  Preceptors,  and  of  the  Assistants  and  Associ- 
ates, so  far  as  they  could  be  obtained,  w  ith  an  account  of  the 
Donations  to  the  Academy,  and  of  the  names  of  the  Donors. 


31 

NAMES  OF    TRUSTEES  OF   LEICESTER  ACADEMY, 
FROM  ITS  CHARTER,  IN  1784. 

FROM  TO 

1784.  March  23.  Ebenezer  Crafts,  Esq.,  Sturbridge,  resigned,  1792 

Jacob  Davis,  Esq.,  Charlton,  1786 

Hon.  IMoses  Gill,  Princeton,  died,  1800 

Samuel   Baker,  Esq.,  Bolton,  died,  1797 

Levi  Lincoln,  Esq.,  Worcester,  resigned,  1802 

Seth  Washburn,  Esq.,  Leicester,  died,         1791 

Rufus  Putnam,  Esq..  Rutland,  resigned,  1790 

Joseph  Allen,  Esq.,  Worcester,  resigned,  1819 

Rev.  Thaddeus  Maccarty,  Worcester,  died,  1785 

Rev.  Joseph  Sumner,  Shrewsbury,  resigned,  1818 

Rt3V.  Joshua  Paine,  Sturbridge,  died,  1800 

Rev.  Benjamin  Conklin,  Leicester,  died,  1798 

Rev.  Archibald  Campbell,  Charlton,  resigned,  1795 

Rev.  Joseph  Pope,  Spencer,  resigned,  1816 
Hon.  Timothy  Danielson,  Brimfield,  1786 

The  above  were  appointed  Trustees  by  the  Charter  ;  since  then,  the  follow- 
ing; have  been  elected  by  the  Board,  to  IJll  vacancies  : 

1785.  July  4.  Rev.  Daniel  Grosvenor,  Grafton,  resigned,  1815 

1786.  Nov.  29.       Capt.  Thomas  Newhall,  Leicester,  died,  1814 
'•         '•■      "         Deacon  Jonas  Howe,  Rutland,  died,  1813 

1790.  Oct.  5.  Dwight  Foster,  Esq.,  Brookfield,  resigned.  1818 

1792.  Oct.  2.         Hon.  Timothy  Newell,  Sturbridge,  resigned,  1797 

1794.  July  7.  Col.  Thomas  Dennv,  Leicester,  died,  1815 

1795.  July  9.         Rev.  Nathan  Fiske,'  D.  D.,  Brookfield,  died,  ISOO 

1797.  July  6.         Eleazer  James,  Esq.,  Barre.  resigned.  1814 
'•'      "     "           Hon.  Elijah  Brigham,  Westborough,  died,  1816 

1798.  July  5.          Rev.  Zephaniah  Swift  Moore,  Leicester,  resigned,  1812 
1800.  Julys.         Rev.  Ephraim  Ward,  Brookfield,  resigned,  1815 

"      "    "  Rev.  Aaron  Bancroft,  Worcester,  resigned,  1831 

"      "     "  William  Stedman,  Esq.,  Lancaster,  resigned,  1817 

1802.  July.      .      Hon.  Nathaniel  Paine,  Worcester,  resigned,  1812 

1812.  Aug.  21.       Rev.  John  Nelson,  Leicester,  *1. 

1812.  Nov.  Hon.  Benjamin  Heywood.  Worcester,  died,         1817 

1813.  Aug.  19.       Aaron  Tufts.  Esq.,  Dudley,  resigned,  1833 

1814.  Aug.25.       Samuel  M.  Burnside,  Esq.,  Worcester,  2. 

1815.  Aug.  24.       Rev.  Nathaniel  Thayer,  Lancaster,  resigned,  1826 
"      "        "        Rev.  Micah  Stone,  Brookfield,  3. 

"      "        "        Dr.  Austin  Flint,  Leicester,  resigned,  1831 

"      "        "       Nathaniel  P.  Denny,  Esq.,  Leicester,  4. 

1816.  Aug.  22.       Hon.  Levi  Lincoln,  Jr.,  Worcester,  6. 

•'      "        "        Rev.  Edward  Whipple,  Charlton,  died,  1823 

1817.  Aug.  21.       Hon.  Daniel  Waldo,  Worcester,  6. 

1817.  Nov.  13.       Hon.  Benj.  Adams,  U.xbridge,-declined  accepting  the  trust. 

1818.  Nov.  12.       Hon.  Bezaleel  Taft,  Jr.,  Uxbridge,  resigned,  1829 
"       "        "       Gen.  .Salem  Towne,  Jr.,  Charlton,  resigned,  1826 

1819.  Aug.  18.  Rev.  Josiah  Clark,  Rutland,  7. 
1819.  Nov.  11.  Hon.  Abijah  Bigelow,  Worcester,  8. 
1823.  Aug.  20.       Rev.  Samuel  Clark,  Princeton,  9- 

1826.  May  24.       Col.  Samuel  Mixter,  New  Braintree,  10. 

1827.  May  23.       Rev.  Horatio  Bardwell,  Holden,  11. 

1830.  May  19.      George  Davis,  Esq., Sturbridge,  12. 

1831.  Aug.  24.      Rev.  George  Allen,  Shrewsbury,  13. 

1831.  Nov.  10.      Hon.  William  B.  Banister,  Bro'okfield,  resigned,  1833 

1833.  Aug.  21.      Alfred  D.  Foster,  Esq.,  Worcester,  14. 

1833.  Dec.  25.     Mr.  James  Smith,  Leicester,  15. 


•  The  numbers  designate  the  present  Members  of  the  Board  of  Trustees. 


32 


rxoM 

17RI,  Apiil7. 
IWH).  OiTt. 
18()'2.  July. 
IHU),  l)pr.  la. 
laJl.  May  1«. 


l»Ki:SIDKNTS. 

IIim.Moacs  Gill,  Princeton, 

Hon.  Lovi  Lincoln,  Worcester, 

U«v.  JoNRpli  "Hijinner,  I).  D.,  .Shrewsbury, 

Hov.  Aaron   FJancroft,  F).  D.,  Worcester, 

ilis  Excellency,  Lc»i  Lincoln,  Worcetler. 


TO 

diec],  liSUO 

rc-Higned,  1802 
resigned,  18IB 
resigned,  1831 


VICE    PRESIDENTS. 

178^t.  April  7.  Rev.  Benj.imin  Conklin,  Leicester,  died,  1798 

n'J8.July6.  Rev.  Naihan  Fiske,  I).  D.,  Brookfield,  died,  1800 

IfiiK).  Oct.  Rev.  Jos.  Sumner,  Slirewsbnry,  elected  Prcs't.,  1802 

lfj'02.  July.  Hon.  Dwight  Foster.  Brookfield,  resigned,  1818 

181If.  Dec.  18.  Hon.  Levi  Lincoln,  Jr.,  Worcester,  elected  President,  1831 

1831.  May  18.  Rev.  Micah  Stone,  Brookfield, 


SECRETARIES. 

1784.  April  7.         Rev.  Joseph   Pope,  Spencer, 

1800.  July  3.  Rev.  Zophaniah  S.  Moore,  Leicester, 

1812.  JNov.  Uev.  John  Nelson,  Leicester. 


resigned,  1800 
resigned,  1812 


TREASURERS. 

178|..  April  7.         Joseph  Allen,  Esq.,  Worcester, 

1819.  Nov.  11.       Hon.  Levi   Lincoln,  Worcester, 

1820.  Aug.  23.       Hon.  Abijah  Bigelow,  Worcester. 


resigned,  1819 
resigned,  18i0 


PRINCIPAL    PRECEPTORS. 


1784.  Mr.  Benjamin  Stone* 
1788.  Mr.  Amos  Crosby, 
)788.  Mr.  Samuel  Suiiiner, 
1790.  Mr.  David  Smith. 
1792.  Mr.  Ebenezer  Adams, 
1806.  Rev.  Zeph.  S.  Moore, 


TO. 

1788  I 

1788 

1790 

1702 

1806 

1807 


1807.  Mr  Simeon  Colton, 
1809.  Mr.  Luther  Wilson, 
181-2.  Mr.  Josiah  Clark, 
1819.  Mr.  Bradford  Sumner, 
1819.  Mr.  John  Richardson, 
1833.  Mr.  Luther  Wright. 


TO  . 

1809 
1812 
1819 
1819 
1833 


ASSISTANT    PRECEPTORS. 


1784.  Mr.  Thomas  Payson. 
1786.  Mr.  Amos  Crosby- 

1791.  Mr.  Ebenezer  Adams. 

1792.  Mr.  Thomas  S.  Spirhawk. 

1794.  Mr.  John  Pierce. 

1795.  Mr.  Samuel  Crossett. 

1796.  Mr.  Theodore  Debon. 
1799.  Mr.  Alpheus  Stone. 
1810.  Mr.  Josiah  Clarke.f 

1816.  Mr.  Ezra  Hunt. 

1817.  Mr.  John  Adams. 


1818.  Mr.  Emorv  Washburn. 

1819.  Mr.  Increase  S.  Smith. 
"      Mr.  Thomas  Fiske. 

1821.  Mr.  Increase  S.  Smith. 

1823.  Mr.  Alonzo  Hill. 

1824.  Mr.  Phinehas  S.  Denny. 

1825.  Mr.  Increase  S.  Smith' 

1826.  Mr.  Henry  Dana  Ward. 

1828.  Mr.  Charles  Sprague  Henry. 

1829.  Mr.  Albert  Spooner. 
1833.  Mr.  Joseph  L.  Partridge. 


"  As  matter  of  curiosity,  the  following  votes,  relative  to  the  appointment  of  Mr. 
Stone,  are  copied  from  the  Records  : 

"  That  Mr.  Benjamin  Stone  be  considered  as  the  principal  Instructor,  and 
vested  with  the  privileges  and  authority  of  that  office,  and 

That  he  be  allowed  £60  per  annum  as  a  Salary,  and  in  the  same  proportion 
for  a  shorter  term,  he  being  at  the  expence  of  his  own  support." 

t  From  1799.  to  1810,  the  names  of  the  .\ssist3nt  Preceptors  have  not  been  as- 
certained. Among  the  number  were,  it  is  believed.  Hon.  Timothy  Boutelle.  of 
Maine.  Hon.  Timothy  Fuller  of  Groion.  Dr's.  Jarkson  and  t^hattuck  of  Boston, 
and  Chief  Justice  Richardson  of  r\ew  Hampshire. 


33 


€RANTS  AND  DONATIONS  TO  TRK  ACADEMY. 


1784.  May  18,  Jacob  Davis  and  Ebenezer  Crafts,  conveyed  to  the  Trusteea 
•of  Leicester  Academy,  "  about  one  acre  of  Land,  with  a  large  Mansion  House, 
Stables,  and  Out  Buildings,  in  consideration  of  the  regard  they  bear  to  virtue  and 
learning,  which  they  consider  greatly  conducive  to  the  welfare  of  the  community, 
and  in  further  consideration  of  five  shillings,"  which  estate  they  "  convey  and 
confirm  to  the  said  Trustees  and  their  successors  in  that  trust  for  ever,  for  the 
Bole  use  and  purpose  of  an  Academy,  known  and  incorporated  by  an  Act  of  the 
Great  and  General  Court,  by  the  name  of  Leicester  Academy." 
This  estate  was  valued  at  '$1116  67 

1784.  Nov.  20.  Dr.  Austin  Flint  of  Leicester,  conveyed  124  square 
rods  of  Land  for  "  one  dollar,"  and  the  further  "  consideration  of  a 
desire  to  encourage  the  Academy."  The  value  of  this  land  was 
probably  not  less  than  160  00 

1785.  June  4.  An  Act  was  passed  by  the  General  Court,  "  granting  a 
Lottery  for  the  repairing  of  Leicester  Academy,  and  making  addi- 
tional buildings  thereto."  This  Act  authorized  the  raising  '•  a  sum 
not  exceeding  six  hundred  pounds." 

1786.  Jan.  2.      Donations,  by  subscription,  which  were  paid  in  to  the 

Treasurer,  principally  in  public  securities,  viz  : 
Town  of  Leicester,  £500    Thos.  Newhall,i:iOO  equal  to  ^2000  00 
Capt.Thos.  Denny,    100    Mr.  Reuben  Swan,  50,      "         500  00 
Capt.Jno.  Southgate,    30    Col.  Samuel  Denny,  39,  "         200  00 
Capt.  Saml.  Green,      15    Capt.  Wm.  Watson,  12,   "  90  00 

Mr.  Sam).  Green,        10    Mr.  Saml.  Watson,  10,    "  6G  67 

Mr.  Peter  Taft,  10  "  33  33 

The  above  persons  were  all  of  Leicester. 
"      "     "       Hon.  Moses  Gill,        150    Jed'n.  Baldwin,  100,         "         833  33 
Gen.  Rufus  Putnam,  100    Caleb  Ammidown.Esq. 18"         393.33 
Jos.  Allen,  Esq.,  30    Isaiah  Thomas,  Esq.,  20,  "         166  67 

John  Pierce,  10    Hon.  Timo.  Bigelow,30,  "         133  33 

1786.  Nov.  9.  Hon.  Moses  Gill  gave  '•  a  large  number  of  judiciously 
selected  Books, of  the  value  of  two  hundred  and  sixty 
dollars,"  for  which  he  was  requested  to  accept  the 
sincere  thanks  of  the  Trustees.  260  00 

1793.  The  Legislature  granted  a  Township  of  land,  in  Maine, 

to  the  Academy. 

1794.  Oct.  6.      Received  on  account  of  the  Lottery,  1419  22 

1795.  July  15.    Received  for  one-fourth  of  the  Township  of  land, 

granted  by  the  General  Court,  2300  00 

1796.  Feb.  15.   Received  for  the  other  three-fourths  of  said  Town- 

ship, 6900  00 

1814.  Capt.  Thomas  Newhall  gave  a  legacy  of  1000  00 

1819.  Jan.  1.      Stephen  Salisbury,  Esq.,  S50—Alpheu3  Smith,  ^150,  200  00 

"    "        Dwight  Foster,  Esq.,  gSO,  50  00 

1822.  Nath'l.P.  Denny,Esq.,^l00-HenrySargeant,gl78  65,         278  65 
"  James  Smith,  ;g55— Dr.  Austin  Flint,  ^100,  155  00 

1823.  Land  given  by  Commonwealth  in  Paxton,  formerly  the 

property  of  Archibald  McDonald,  an  alien,  and  which 

had  escheated  to  the  Commonwealth,  400  00 


34 

182.1,  Mimliy  ifKJivniii.-ilH  in  tho  town  of  I.ciccHtcr,  procured, 

hy  Ndliscriptidii,  a  I'lilloHOphical  Apparatufi,  acd  pic- 
m-ntf'd  ii  lo  tlif!  A<:.i(l<Miiy, — coirt  over  i/XJ  00 

"  |«raol  Waters  of  f.'liarlloii,  gave  by  Will,  "  rorllia  pur- 

pomr  of  8U[iporliii(;  an  ItiHtructor  or  InatructorH,  of 
tho  ('nnprr({aiionnl  Caivanintic  order,  in  the  lii^hcr 
brnnclicH  of  Micratiirc,"  Real  and  I'oraonal  Lilatc, 
tho  atnntinl  of  which  will  not  ho  far  from  8000  00 

1831.  Isaiah  ThomaH,  Kh(\.,  pave  by  Will,  4680  3G 

AIro,  Rotno   Lands  in  Maine  and  Vermont,  value  not 
nsccrtaincd. 
"  Nath'l.  Maccarly,  Esq.,  gave,  by  Will,  a  legacy  of  250  00 

The  above  fjrants  of  the  Commonwealth,  the  liberality  of 
the  town  of  Leicester,  and  the  generous  donations  of  public 
spirited  individuals,  have  thus  hitherto  sustained  and  made 
the  Academy  what  it  now  is.  It  is  ardently  hoped  it  may 
continue  to  receive  similar  encouragement,  increase  in  re- 
spectability and  usefulness,  and  prove,  with  the  blessing  of 
Heaven  upon  it,  a  pure  fountain,  from  whence,  for  genera- 
tions yet  to  come,  learning,  and  virtue,  and  piety,  shall  be 
disseminated  in  copious  streams  throughout  the  country,  and 
its  influence  be  felt  in  all  parts  of  the  world. 


35 

__  J^oie  1.     Page  2G.  ^01*7*/ 

•The  form  and  size  of  "  the  large  and  commodious  Mansion  House,"  which 
was  the  first  building  used  as  an  Academy,  does  not  appear  upon  the  records.  It 
does  appear,  however,  that  the  Trustees,  at  a  meeting,  May  18,  1781,  did  desig- 
nate the  uses  to  which  the  various  rooms  it  contained,  should  be  appropriated. 
They  were  as  follows  : 

"  That  No.  1,  be  appropriated  to  the  Instructors.  ■  No.  2,  to  contain  G  Students. 
No.  3,  8  Students.  No,  4,  8  do.  No.  5,  6  do.  No.  6,  6  do.  No.  7,  G  do.  No. 
8,  8  do.  No.  9,  for  the  English  School.  No.  10,  for  the  Latin  School.  No.  11 
and  12,  for  the  use  of  the  Steward,  together  with  the  Store  and  Gardens  adjoin- 
ing, and  the  whole  of  the  cellar,  except  an  apartment  in  the  northeast  corner, 
reserved  for  the  Preceptors."  In  this  building,  the  School,  under  the  care  of 
the  Principal  Preceptor,  was  first  opened,  on  Monday,  June  7th,  1784T1 

Note  2.  Page  27. 
/From  1787  to  1791,  the  prospects  of  the  Academy  wore  a  gloomy  aspect,  as 
win  appear  from  the  following  proceedings  of  the  Board  of  Trustees,  during  that 
period.  From  the  report  of  a  Committee  made  to  the  Trustees,  at  a  meeting, 
Oct.  1, 1787,  it  appears,  "  That  the  expenses  incurred  by  the  Corporation  had 
exceeded  the  net  revenue,  including  what  was  due  for  interest,  upwards  of  £403" 
and  they  recommended  "  That  one  of  the  following  methods  be  adopted  to  relieve 
the  Academy  from  its  embarrassments,  namely  :  that  one  Preceptor  only  be  re- 
tained, or  that  there  be  an  additional  sum  paid  by  the  pupils  for  their  tuition." 
At  the  same  meeting,  Mr.  Stone,  the  Principal  Preceptor,  obtained  leave  of 
absence,  and  the  Assistant  only  was  retained.  Mr.  Stone  was  to  be  again  em- 
ployed, '•  should  the  number  of  Students  so  increase  as  that  in  the  opinion  of  the 
Standing  Committee,  there  should  be  a  necessity  of  having  two  Preceptors,  and 
provided  it  be  agreeable  to  him. ''7 

At  a  meeting  of  the  Trustees,  Oct.  7,  1783,  it  was  "  Voted,  That  the  Treasurer 
be  directed  to  dispose  of  the  depreciated  interest  on  the  public  securities,  he  has 
in  his  hands,  on  the  most  advantageous  terms  he  is  able  5  and  therewith  pay  those 
who  have  demands  on  the  Corporation,  as  far  as  said  monies  will  extend." 
Oct.  6,  1789,  the  following  vote  was  passed  by  the  Trustees  : 
"  That,  considering  the  present  situation  of  the  finances  of  the  Academy,  on 
account  of  the  depreciation  of  its  funds,  and  the  smallness  of  the  number  of  its 
pupils,  together  with  the  debts  it  has  already  incurred;  and  considering,  also, 
that  the  Preceptor  has  signified  his  intention  to  resign  his  employment,  it  is  not 
prudent  to  make  further  provision,  at  present,  for  an  Instructor  or  Instructors, 
unless  other  means  can  be  obtained  for  its  support." 
Nov.  17, 1789,  at  an  adjourned  meeting  of  the  Trustees, 

"■  Voted,  That  the  Trustees  will  open  the  Academy  and  employ  a  Preceptor 
for  the  term  of  one  year,  provided  the  town  of  Leicester  will  contract  with  him 
for  his  pay,  without  any  expence  to  the  said  Trustees  beyond  the  amount  of 
tuition  during  that  term,  according  to  the  last  establishment  for  tuition."  The 
Academy  was  accordingly  re-opened,  a  Preceptor  employed,  who,  it  appears, 
"  received  his  pay  in  full,  partly  by  the  tuition  money,  and  the  rest  from  the 
town  of  Leicester." 

June  4,1791.  The  Trustees  employed  a  Preceptor,  "at  the  expense  of  the 
funds  of  the  Academy."  After  this,  the  prospects  of  the  Academy  brightened, 
and  in  May,  1792,  Mr.  Ebenczer  Adams,  was  appointed  Principal,  and  Thomas 
S.  Sparhawk,  Assistant,  Preceptors.  Since  that  period,  the  Academy  has  gener- 
ally been  in  a  prosperous  and  nourishing  condition. 


415  5.       * 


UNIVFRSITV  Ol  (  AIM  OKMA,  LOS  ANGFLES 
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UCLA-Young  Research   Library 

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